In bullet format, identify the major steps associated with the goal. Keep in mind that your finished project should be something that can be covered in a single lesson or workshop.
• Keep the number of steps between 3-5. Note: You may find that you need to revise your original goal in order to make it reasonable and manageable for one lesson.
• Break the 3-5 major steps down to sub-steps if needed. Use the information to create a flow chart. Although you may use Microsoft word, several programs may be beneficial in assisting you in developing a flowchart (See the attached file for how we can make a flow chart)
From the assignment appendix: Task Analysis – Conduct a task analysis based on the identified goal that follows either the Dick, Carey, and Carey model or the Morrison, et al. model. In flow chart form, lists the major and minor steps associated with accomplishment of the goal. The proper sequence for the steps should be identified or no sequence should be identified with a rationale for no sequencing. Prerequisite skills or knowledge required to be able to adequately perform the steps identified in the task analysis are also identified in the flowchart. The flowchart should be inserted into Word document or .PDF. (Module 3)
The Dick, Carey, & Carey model consists of the following steps:
1. Needs Assessment and Goal identification The goal of the ISD team is to provide professional educators with knowledge of best practices to use and implement iPads into classroom practices as an instructional tool and a technology supported device. Presenting best practices and effective use of iPads in instructional practices will help educators meet the needs of diverse learners within a learning environment. Educators attending the workshop will become familiar with the numerous educational benefits provided by iPad devices and applications available for teachers and students across curriculums. Educators will be introduced to ways in which they can incorporate iPads into instruction, find applications for content areas, use iPads an assessment tool, and differentiate instruction for special needs students. Peluso (2012) identifies the iPad as a means for learners and educators alike to access one of the most intuitive and engaging forms of learning and expression ever available (as cited in Corrin, Lockyer & Bennett 2010, p. 387). Definitions:Best practice: For purposes of this project, the best practice is determined as teaching teachers to research, implement, and analyze the implementation of technology into the classroom through apps on an iPad. References Peluso, D. C. (2012). The fast‐paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices?. British Journal of Educational Technology, 43(4), E125-E127.
2. Instructional analysis
3. Learner and context analysis
4. Definition of objectives
5. Assessment instrument (assessments per the four parts)
6. Instructional strategy and Materials Development (all four sessions) 7. Formative evaluation (assessment based on observations) This will be completed through observations by the technology leader (within the school), using a specific checklist and guide for what to look for in observations.
8. Summative evaluation of instruction (assessment of our presentation/instruction)
*I have an image of the model saved in word, but can't get it into the wiki--it keeps saying "missing image." If anyone has suggestions, please let me know. I will try it in Google Docs and invite you if I am successful.
In bullet format, identify the major steps associated with the goal. Keep in mind that your finished project should be something that can be covered in a single lesson or workshop.
• Keep the number of steps between 3-5. Note: You may find that you need to revise your original goal in order to make it reasonable and manageable for one lesson.
• Break the 3-5 major steps down to sub-steps if needed. Use the information to create a flow chart. Although you may use Microsoft word, several programs may be beneficial in assisting you in developing a flowchart (See the attached file for how we can make a flow chart)
From the assignment appendix: Task Analysis – Conduct a task analysis based on the identified goal that follows either the Dick, Carey, and Carey model or the Morrison, et al. model. In flow chart form, lists the major and minor steps associated with accomplishment of the goal. The proper sequence for the steps should be identified or no sequence should be identified with a rationale for no sequencing. Prerequisite skills or knowledge required to be able to adequately perform the steps identified in the task analysis are also identified in the flowchart. The flowchart should be inserted into Word document or .PDF. (Module 3)
The Dick, Carey, & Carey model consists of the following steps:
1. Needs Assessment and Goal identification
The goal of the ISD team is to provide professional educators with knowledge of best practices to use and implement iPads into classroom practices as an instructional tool and a technology supported device. Presenting best practices and effective use of iPads in instructional practices will help educators meet the needs of diverse learners within a learning environment. Educators attending the workshop will become familiar with the numerous educational benefits provided by iPad devices and applications available for teachers and students across curriculums.
Educators will be introduced to ways in which they can incorporate iPads into instruction, find applications for content areas, use iPads an assessment tool, and differentiate instruction for special needs students. Peluso (2012) identifies the iPad as a means for learners and educators alike to access one of the most intuitive and engaging forms of learning and expression ever available (as cited in Corrin, Lockyer & Bennett 2010, p. 387).
Definitions:Best practice: For purposes of this project, the best practice is determined as teaching teachers to research, implement, and analyze the implementation of technology into the classroom through apps on an iPad.
References
Peluso, D. C. (2012). The fast‐paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices?. British Journal of Educational Technology, 43(4), E125-E127.
2. Instructional analysis
3. Learner and context analysis
4. Definition of objectives
5. Assessment instrument (assessments per the four parts)
6. Instructional strategy and Materials Development
(all four sessions)
7. Formative evaluation (assessment based on observations)
This will be completed through observations by the technology leader (within the school), using a specific checklist and guide for what to look for in observations.
8. Summative evaluation of instruction (assessment of our presentation/instruction)
*I have an image of the model saved in word, but can't get it into the wiki--it keeps saying "missing image." If anyone has suggestions, please let me know. I will try it in Google Docs and invite you if I am successful.